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Purpose – Recruiting sufficient participants who adequately represent the population of interest is an ongoing issue for accounting experimental researchers. This study investigates the impact of recruitment method on the number of participants, effort on the experimental task, and sample bias with respect to three individual difference variables (locus of control, social desirability response bias, and prosocial behavior). We employ five different recruitment methods: three forms of monetary compensation and two levels of an appeal for help with a research project.

Methodology – We recruit students in five sections of the same course taught by the same instructor (not one of the researchers), manipulating recruitment method across sections. Immediately following recruitment, participants completed a simple experimental task and scales for the individual difference variables.

Findings – We find that the method of recruiting resulted in different response rates, with appeal from a fellow student yielding the highest response rate, and appeal from a professor yielding the lowest response rate. Effort was greatest for the appeal from the professor and least for the draw. While the five subsamples that resulted from the five recruiting methods were not different with respect to the individual difference variables, the relationship of those variables to effort did vary.

Research Implications – Our findings suggest that researchers must carefully consider recruitment method not only in terms of how many participants can be attracted, but also in terms of the potential impact of the manner in which recruitment was conducted on the attitudes and behaviors of the participants during the experiment.

With the changing business environment, skills rather than familiarity with rules are more important to accountants’ success. In response to mounting criticisms of accounting education and supported by calls from the Accounting Education Change Commission, efforts have been made by some accounting educators to adapt accounting education to this changing environment. However, there is little research to date about the individual characteristics that can be leveraged to improve the outcome of accounting education. We investigate three individual characteristics: anti-intellectualism, tolerance for ambiguity, and internal locus of control. The results show that all three variables may impact performance in accounting education and that the structure of an accounting program may reward characteristics that are not in line with skills required by the profession. Fortunately, the design of an accounting program may help students alter their skills to be more in line with professional requirements.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Without some flexibility, replications of manualised evidence‐based programmes (EBP) may not achieve predictable outcomes due to differences in cultural priorities. In this case study, Families and Schools Together (FAST) was co‐produced with elders from a community of Hmong political refugees in the US Mid‐West. The paper aims to describe and evaluate the process of culturally adapting and implementing this universal parenting programme.

Observations of FAST groups to monitor programme integrity and notes on adaptation discussions were undertaken. Quantitative evaluations of parents in the first cohort (2 FAST groups) used a wait‐list control, randomised strategy, using three standardised instruments completed by the parents three different times. Data from five matched pairs of parent graduates (10) randomly assigned to “FAST now” or “FAST later” were analysed using one‐tailed, paired t‐tests.

Hmong parents and elders reported satisfaction on the cultural fit of FAST across the four groups, which graduated on average seven families each. Of 38 low‐income families who attended FAST once, 78 percent attended six or more sessions, in other words 22 percent dropped out. Parents reported statistically significant improvements in child anxiety (CBCL internalizing), child social skills (SSRS) and family adaptability (FACES II), with no changes in CBCL externalizing or family cohesion.

The paper provides a detailed study and evaluation of how an EBP can be successfully implemented with a highly socially marginalized group of immigrants in a Western society.

The purpose of this article is to help acquaint librarians with some of the major resources available regarding Fetal Alcohol Syndrome and Fetal Alcohol Effects (FAS/FAE).

Dr. F. J. H. COUTTS'S report to the Local Government Board on an inquiry as to condensed milks, with special reference to their use as infants' foods, has been issued as No 56 of the new series of reports on public health and medical subjects.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

If you are 30 or older, you are middle‐aged by someone's criteria. When the college students of the 1970s declared “Don't trust anyone over 30,” did you think they would be someday talking about you? And what about those who say “Life begins at 40”? Did you ever believe them?